Topics for Web Accessibility Presentations and
Training

Shadi: Thanks to Sharron! The
main changes is the list of topics. The key points highlight
what the item should convey. We want to shift to other parts of
the document.
... a recap from last week. We added some additional topic and
themes. The topics have been numbered. The topics have been
ironed out a little more. I wonder if people have any initial
reactions so far?
... better, something missing?

Shawn: seems to have grown, the
organization seems nice. The content has grown. I haven't
figure out the pros and cons?

Heather: I was looking at the
audience is a little vague. Could we be a little more
specific. Who authors content on the web. Just anybody even
babies. Learning objectives typically start with an action
verb.
... measurable verbs. Use understand, in an exceptional case,
how do you understand something.

Shawn: the only one?

Heather: instead of recognize use
identify or list. As indicators of how people have been
affected instead of access. Describe international efforts.
Explain in a little more detail. Identify additional
accessibility.

Shadi: let's do one by one. The
audience aspect, Andrew record to look through the audience?
Could be addressed to many different.

Heather: really difficult to
narrow down. Could be the rest of the world use the web.

Sharron: this is supposed to be
for someone providing resources anywhere anytime. I can't think
of anyone who doesn't need to know that. And accommodations for
disabilities. In that one in particular don't say everyone,
maybe general public. Everyone does need to know that.

Heather: is the target audience
someone talking about web accessibility?

Sharron: someone is here to get
resources, which could be anyone. Talking to anyone, clubs,
relatives, neighbors. Tools background and to be informed, and
make a good case. They may not be an advocate or speaker. They
need to know this stuff. What are the issues?

Heather: If you really target
your content to the right folks. When I see key points for a
speaker. Actually informing others about web accessibility.

Sharron: yes. To go out and make
a point.

Heather: this content is written
up for that speaker?

Sharron: yes, here is what they
are trying to impart to the audience. There is a distinction
between learning objective and key points.

Heather: this is for a speaker to
inform the masses. Is it for a speaker? It's for a speaker
then. On an instructional design, I am confused what this is
targeted for. This is for a speaker to talk to anybody. It is
the speaker that is taking it out. Maybe needs to be part of
the description is the content for the speaker. An advocate for
web accessibility. The audience for the speaker is a general
audience that needs to know.

Shawn: make it more clear as an
action item.
... we are looking at is speakers. Can we look at that learning
objectives versus key points for speakers? Learning objectives
is what we want the audience to get out of it. And key points
too?

Sharron: there is some overlap we
thought there might be some confusion. Helle asked what does
the audience is going to get here? So we focused on what the
audience will leave with. In the best of all worlds. What is it
the audience is going to take away. Get rid of the key points.
A speaker might use some suggestions you will make. What kind
of demonstrations you might do. We felt we needed to leave the
key points in. I'm not sure we achieved clarity

Helle: from what Sharron said
about the key points, this is what the speaker should emphasize
to keep these learning objectives for the audience. Maybe the
headings are not completely right, but over all I like the way
you put it up there. I like the over all impression of
this.

Shadi: coming back to an earlier
point, Shawn you said there is more content. What is your
impression now?

Shawn: I'm trying to figure out
those two sections. I don't know.

Helle: I think the number two how
people with disabilities, says an awful lot of learning
objectives and key points, it seems overwhelming.

Sharron: could be terisified!

Heather: the learning objectives
could be in two as tips for the speaker to use. They could be
condensed down. Too granular. Not measurable.

Shadi: to keep in mind, the term
learning objectives might miss lead, because it might indicate
a learning setting, but some may be a two or ten minute spiel.
From small talk to a real training. Ideas for a spectrum of
presentation. I'm not sure if we want to end up with measurable
objectives.

Shawn: Do we want to reword these
as measurable things. Or change the term learning objectives.
My reaction was it was very important in a two day training,
but if I am doing a ten minute presentation is that too scary
for this?

Sharron: good point. They are
audience take away's? We can work on that.

Shadi: do people have other
suggestions?

Heather: how do I measure the
audience is my first reaction. We need to change the learning
objectives for the audience , and that is the goal it's not a
formal training, from my background as an instructional design,
I think we need a different term instead of learning objectives.
You are highlighting some points for the speaker.

Shadi: this is the takeaway or
outcome. If I look at this.

shawn:> "Learning objectives
for audience" -> "Audience Outcomes"?

Shadi: For me if I were trying to
set up a presentation. The key points were what I wanted to say.
The outcomes are what I look for to make sure the audience
walks away with. If they gaze away and not getting it. Two ends
of the things.

Shadi: let's look at key points
for speaker. Is that term key points pretty clear?

Shawn: My question is that key
points, or tips for speaker, things to focus on or
perspectives. Would that cover it. What's there?

Sharron: our hopes with key
points is the outline, and the material listed below and you
feel comfortable and that your audience would take away what
you want.

Andrew: some of the audience
outcomes will be achieved by a demonstration not the key
point.

Shadi: I understood, the addition
for the speaker, makes me wonder if those are tips. I'd like to
stick more to what Sharron said - outline. An outline would
overlap with demonstration, or activity.

Andrew: depending on the length
of the session you might have to pick and choose.

Shawn: Under five in WCAG 2
understand the key points of what the objective, that seems
unnecessary repetition. The benefits of WCAG 2 and sub bullets
is too specific. I'm not sure listing all of them is too
detailed. And the sub bullets and feels too much.

Andrew: on the whole I agree with
you.

Helle: when we were talking about
key points for speakers, Do we have somewhere an explanation of
these headings?

Andrew: no

Helle: when we describe them with
a fair amount of words, if I were to use this, we need another
title like key points for speaker, or something to explain how
to use. You have listed in some kind of order.

Shadi: Or both. This may related
to Heathers question at the beginning. Something to think
about. To introduce at the beginning.

Shawn: what if the audience
learning objectives is changed, instead of key points for
speaker, could that be speaker some key points. What the
audience gets is the bulk of it. But have some additional
points to give the speaker. Get away from key points from the
speaker.

Emmanuelle: I think that the
"key points for the speaker" should be some points, things,
that he must know or take in account. And the list called now
"key points..." is more like a list of themes that he can take
to integrate in his talk, depending in the target audience.

Heather: yes I would suggest
that. Provide the some speaker tips, guidance for them, an
exercise, list what they present, even a five minutes speech,
give them the top three things, if you got only these three
things. An elevator speech. What is it what you want them to
know. It much more not as confusing. A tv commercial. Inform
them advise them, think of as not having to have all this
content. What top three things you need to tell them. Speakers
no
... when I scrolled up it is to be used for training sessions.
Really whether is informal or formal in a training session you
have objectives. don't use key points for speakers and bring
down and have notes for speaker.

Shadi: a huge spectrum for the
speaker. I am hearing three directions here. One an outline of
that item. The second in the direction of speaker notes. And
the third is the most important points you'd have in three
minutes. All related but slightly different directions.

Heather: you can have notes for
the speakers, then put in that the top three items for the
audience.

Shadi: reactions?

Sharron: I love that!

Andrew: good!

Shawn: you love what? take away
the outline aspect?

Sharron: yes take away the key
points, and be real focused, these are the points you have to
make. Instead of an outline to march through these materials,
and then have speaker notes.

Heather: be less formal, thinking
of prepping the presenter, step back to think you are trying to
really say what web access really means. When you go onto a web
site, you can click through, and have to go to the bottom of
the page. Someone who doesn't know anything about web access.
Let me tell you how you would potentially do that.

Shawn: we won't put that level of
detail here though.

Heather: yes if you don't want to
go into details, when you talk or present these are the top
three items presenting? You assume they this information
because you highlight rather than expanding.

Shadi: the thing about the
questions and demonstrations, in the later section also related
to the tips and what you could do in a demonstration. One thing
is to demonstrate to assistive technologies. Locally relevant
web sites. How does those key points work for everybody? Three
or four key points with options to do, there is also a question
of an outline. Enough to provide an outline?

Shawn: a summary for this. What
about if we instead of key points for speaker, and change to
key notes. One bullets point is the three or four points to
take from this section. Not to overlap with learning
objectives. Goal audience description and what the audience
should learn. Demonstrations and activities, then speakers
notes with key points. No outline there.

Heather: I like that, I click on
that there is learning examples. I don't see repeating
that.

Emmanuelle: yes

Shadi: Shawn were you proposing
demonstrations activities being separate?

Shawn: the order would swap is
what I meant.

Heather: mere suggestions to what
to entertain your audience with.

Shadi: order again, goals, ...I
would prefer demonstration activity as a sub bullet of speaker
notes.

Sharron: I don't know isn't that
the resource list? Maybe I don't understand the structure?

Shawn: some of them are
substantial enough to stand alone. Ask them this is maybe
audience participation.

Shadi: having as s sub section I
need to cover, but really suggestions for the speaker.

Shawn: should not be by
itself.

Shadi: in a lot of places it can
be tersified.

Shawn: key points from the
speakers notes. Key point most important three things, be
careful to not overlap with learning objectives, and move to
activities under speaker notes.

Sharron: we want them to overlap.
Not just repetitive.

Shawn: if it is just questions
you want I'd say ways to engage the audience.

<shawn>
ACTION: perhaps change "Key points for
speaker" to "Speaker Notes", with one bullet being "Key Points"
which is the
3-most-important-things-you-should-take-away-from-this-session
AND be careful *not* just repetitive with the
fka-Learning-Objectives. and move the
Demonstrations/Exercises/Activities under Speakers Notes (and
change that heading as appropriate). and not try to do an
outline... [recorded in http://www.w3.org/2010/02/05-eo-minutes.html#action05]

Shadi: Now that is under the
bullets for the speaker, you don't have to have that.

Andrew: We may have a sub list as
a way to engage the audience, like key message to impart.

Shadi: not an additional list? Not
another list heading?

Andrew: yes.

Shawn: a separate list with a
heading?

Andrew: yes with a heading.

Shadi: is audience ok? Or target
audience?

Shawn: who this is for?

Sharron: if we started with who
is for, what will they learn, that's pretty
straightforward.

Shadi: what will they learn, what
about how will they learn it?

Emmanuelle:I think that a
speaker can use this documentation to produce different talks
for different types of target audience. The whole
documentations may be for a wide audience, but we need take in
account that the speaker will create a talk for a target
audience.

Sharron: that's really what how
they learn it, like speaker notes et al to support that
learning. Pretty straightforward way of organizing. The
sections heading may not be entirely correct.

Shawn: instead of audience
..could have goal colon... that is a brain storm.

Shadi: I wonder if goal is needed
at.

Shawn: try goal colon blah blah.
See how that looks.

Shadi: looking at demonstrations
at the first bullet. I think that is getting too granular.

Andrew: i think we have to assume
they know the material, that is second level support.

Shadi: change to something like
is this a demonstrate or exercise what?
... that's is part of the tersification effort.

Andrew: i think that was from
several iterations ago. The idea is to run a demonstration
themselves.

Shadi: now having them together
demonstrations activities I'm not sure what is what.

Shawn: that's good, it would help
if somebody is in a hands on activity under a separate bullets,
and I'm doing a large group demo I can easily skip that.

Shadi: in both demonstrations and
activities. The actions you do in that setting.

Shadi: may be a point to consider
is motivational question, may or may not be available for each
topic. What questions could you use to grab the attention of
the listeners. Ways is a bit broad, but specifically questions
like have you ever encountered an inaccessible we site. Make
some note to the speaker to make some questions to engage the
audience.

Shadi: any other comments on
this? To recap there is a lot of really good content to be
tersified. I'm not hearing any major changes.

Shawn: we didn't want to go with
Heathers suggestions of formal measurable. One perspective to
leave as is. Another to go the formal measurable. Do something
in between.

Sharron: my take away was her
first proposal she didn't understand at first, but the advice
the about the presentation learning objectives be more formal
and some are more conversational. If it is a one on one
elevator talk. Some like introducing WCAG it would require a
more formal process.

Andrew: I think in the next stage
the examples of how you pull together, in a one hour, to ten
day event. We could get down to more formal expectations.

Shawn: Down lower you are going
in that direction. Might be interesting to pick some candidates
for that and see what Heather suggests.

Sharron: yes!

Shawn: I'm curious to see what
her thoughts would look like.

Sharron: Andrew can we stay on
the call after the meeting?

Shadi: we really have to find the
sweet spot in this. Helle got focused on training. I think in
most of them Sharron and Andrew found a good balance to
understand PWD. Knowing where to find good information. Can be
a little more tweaked, but not much further.

Andrew: something measurable as a
verb. In planning a demo, but this is where you start out. The
key ways of using the web, describe the ways to make tables
accessible.

Examples of Web Accessibility Presentations and
Training

shadi: to provide sample outlines
with different kinds of workshops and training. Some straw
proposals to combine together topics to do different kinds of
delivery here. That's the background here, how to combine those
modules here. To provide bigger presentations. To pick out
different points from each of these. And example of a 20
minutes presentation. May be old titles. I want to focus on look
at the list of examples.
... look just from the topic and the length and type of
training. Is that where we want to go. Specifically Andrew for
a three day training? Before we go on, one audience to think of
is to think up a procurer. They get three different trainings
and they want to evaluate, an org to provide an outline. Would
they be able to build an outline or presentation based on these
examples.

Doyle: That gets away from
tersification.

Andrew: if the procurer doesn't
know about accessibility. Do I put this out line out. We aren't
meeting their needs?

Emmanuelle:The Sidar
Foundation has a methodology and learning materials designed to
teach the WCAG 2.0 application in a 5 days course. I can
elaborate a document about if you like, but I need some
time....

shawn: +1 to including a
longer course (at least 3 day of not 5 day) as an Example

Shadi: It may not meet all their
needs. I think those samples would help them create them. Maybe
that is scope creep. Basic idea to help presenters make more
comprehensive trainings presentation, talks. Emmanuelle to be
sure we don't intend to provide an in depth course, much more a
straw proposal. For example you could speak two minutes about
blah, and three minutes about blah. We aren't go into such
depth.
... ok what topic Shawn?
... introduction, ...accessible design, accessible features?
accessible web design? evaluation maybe?

Helle:long time ago

Andrew: ask people who involved
in training. For multi day workshops? How do you WCAG to build
a site. Much more technical? What is the most frequently multi
day workshop.

Helle:not for this
subject

Liam: when you have multi day
they tend to run on non consecutive days. Managing a non
technical staff, like carrots and sticks, or how people use the
web, the second, ...and the third day with the technical staff
like how to write forms, going through WCAG in great detail. We
don't tend to do more than a three day training.

Andrew: three complementary days
rather than a comprehensive 3-day workshop.

Emmanuelle: yes...

Emmanuelle: We had a training,
they co penetrate, we don't have a document about what to speak
in the moment. We know already. Write something for how to do
that is usable. Another training for three days. For already
know, not applicable. I'll write something.

Shadi: thank you. Maybe an
outline if you have any feedback on the topic.

Liam: the only other multi part
we did was a series of university lectures.did set of 8 university lectures... but each was only a
2-hour session... and again all quite discrete.

<Zakim> shawn, you wanted to
question Accessibility Features of Web Technologies (1.5 hour
workshop) and to say "Implementing Web Accessibility (10 minute
presentation)" is not the right

Shadi: interesting for Andrew,
some forms of trainings is not consecutive days, maybe even
several days separating.

Shawn: I haven't things for this
discussion. I don't' think the ten minute presentation is more
management level. For people skimming. If it is separate web
design. What is the difference between those. Accessible one
day design. For authoring tools. The title should be more
clear.

Shadi: features for web
accessibility is not common, swap out for a different type of
presentation that is more common.

Shawn: how many teaching a class
to authoring tools developers. Maybe one or two people.

Doyle: yes

Andrew: never quite sure that was
in there years ago. Done before my time - support questioning
its place here.

Shadi: the idea of authoring
tools needs to be pushed, a one day training is not common.

Shawn: a session for advocacy and
what to expect of authoring tools.

Shadi: brainstorming on such
suggestions for topics. Two hour session on advocacy. Repeat
Shawn?

shawn: BRAINSTORMS FOR
TOPICS <----------------------

Shawn: two hour session for
advocacy that includes what do with inaccessible web site,
includes what you do with authoring tools and browsers and meet
ATAG. Include one the sub topics components for web
accessibility.

shawn:audience: people with
disabilities

Shadi: advocacy we tweak more how
to contact all organization or how to adapt you computer for
more accessibility. Tweak for standards harmonization.
Developing web forms. Also. others?

workshop on developing accessible web
forms

Andrew: liam's other suggestion
key things authors require.

Liam: accessible
copy writing

Liam:Writing copy for the
web

Emmanuelle: I usually speak
of "accessibility in the user's hands, and the courses we teach
we always find that even the" webmasters "do not know the
accessibility features of operating systems and browsers. So I
think it would be interesting to include a description of items
to discuss that issue, aimed at Web developers.

Liam: a lot of people we talk to
about.

Doyle: yes a large audience.

<Zakim> shawn, you wanted to
say along with the PWDs is quick checks

Shadi: authoring tools as a
topic.

Liam:marketing or
journalism background

Emmanuelle:oh, yes, the Liam
suggestion is very important!

Shawn: for PWD one thing is good
quick checks for accessibility, what you can expect of web
sites. Here how to respond to the source.

Emmanuelle:accessibility in
blogs

Doyle: navigating on
cell phones.

Shadi: yes the mobile web.

Liam: accessibility call to
action, or accessibility and buying stuff.

Liam Accessible email! Accessible social
media! Accessible video

Andrew: ++

Emmanuelle: Liam: yes!

Shadi: the meeting is coming to
an end. Send further brainstorm to EO. Feel free to brainstorm
examples. We'll select different ones. Keep the ideas coming.
adjourning the meeting,